Applied Skills 11 (Two Credits) Draft Learning Outcomes Province of British Columbia Ministry of Education Table of Contents Introduction • Graduation Requirements Nature of Applied Skills • Rationale Curriculum Organizers Learning Outcomes of Applied Skills 11 Introduction o ensure that students receive a well-rounded education program, the new graduation requirements state that students must earn two credits in Applied Skills 11. The knowledge, skills, and attitudes developed in Applied Skills 11 will help students develop an active, healthy lifestyle, and function effectively in a changing technological environment. T Applied Skills 11 is a two-credit provincial course curriculum. It has been designed in partner­ ship with the four provincial specialist associations (Technology Education, Business Education, Home Economics, and Physical Education), British Columbia Institute of Technology, Technol­ ogy Alliance of British Columbia, and the British Columbia Council for the Family. The course is an alternative to the currently available four-credit applied skills courses. This course can be delivered by focusing on one or a combination of Technology Education, Business Education, Home Economics, and Physical Education. Using technologies where appropriate, this course should develop several of the following: technology-based problem-solving skills (identifying, designing, testing, producing, evaluating); understanding of human needs such as food, shelter, clothing, and interpersonal relationships; the use of applications from marketing, accounting, or office systems in solving problems; and understanding of health and well-being and their impact on lifestyles. The Integrated Resources Package (IRP) that will be available in April 1995 will contain several examples of how this course may be delivered. Graduation Requirements For more details refer to Policy Circular No: 95-01 - Graduation Requirements To satisfy the requirement for two credits of Applied Skills 11, students must select one of the following options: 1. An existing four-credit provincial course listed under Applied Skills 11. Upon successful completion of the course, two credits are used by students to satisfy the Foundation Studies requirement and two credits are used to satisfy the Selected Studies requirement. 2. Offer this new Applied Skills 11 course (two credits). 3. Offer one of the approved four-credit provincial applied skills courses that satisfies the requirement for both Fine Arts 11 and Applied Skills 11 by being restructured to ensure that it addresses the outcomes of this Applied Skills 11 course. Note: The Learning Outcomes listed in this document must be addressed if either option 2 or 5 is selected or if two-credit courses are structuredfrom existing ProvincialApplied Skills four-credit courses Nature of Applied Skills Changes in the workplace have made it necessary to understand how theories and concepts can be applied in practice. Applied skills allow students an opportunity to bring relevance to their learning. This can be achieved through a variety of meaningful experiences focusing on hands-on activities and applied problem solving. By using problem-solving strategies, the concepts, skills, and processes from Business Educa­ tion, Home Economics, Technology Educa­ tion, and Physical Education may be applied to "real world experiences" in a practical and meaningful way. Rationale: Why Applied Skills in B.C. Schools? The aim of Applied Skills 1 1 (two credits) is for students to use concepts, skills, and processes from Business Education, Home Economics, Technology Education, and Physical Education in meaningful, practical, problem-solving activities. British Columbia is moving from a resource­ based economy to a knowledge-based economy. Rapid and evolving technological changes have an impact on our families, our education system, our workplace, our commu­ nity, and our environment. We are challenged daily with the possibilities and limitations that rapid change brings. The skills required for living and working in our world are not only changing but also evolving. By engaging in applied problem-solving strategies, students will have opportunities to enhance their per­ sonal career choices. Students will be able to understand their options and limitations, make confident choices, act responsibly, and value their personal well-being. Applied Skills 11 will provide students with opportunities to evaluate how applied problem-solving contributes to their educa­ tion and future career plans. These important aspects of the applied skills experience form the basis of the curriculum organizers for Applied Skills 1 1 (two credit) course. Curriculum Organizers The learning outcomes for Applied Skills 11 (two credits) curriculum are grouped by the following four curriculum organizers. • Applied Problem-Solving • Communication • Technology • Self and Society Curriculum organizers are used to categorize the learning outcomes for the Applied Skills 1 1 (two credit) course and provide a frame­ work for organizing course content. problems, determining parameters, research, generating solutions, choosing and imple­ menting solutions, testing/evaluating, and redesigning/refining. It utilizes the concepts, skills, and processes from Business Education, Home Economics, Technology Education, and Physical Education to pro­ vide real world experiences. Problem-solving can be used in a variety of contexts, such as the design of useful products, services, or systems. Communication Students will: Applied Problem-Solving Students will: • Develop abilities to solve problems independently, interdependently, and co-operatively. • Use problem-solving strategies and critical thinking skills to integrate concepts, skills, processes, and applications from the areas of Business Education, Home Economics, Technology Education, and Physical Education. • Participate in practical, project-based, hands-on activities. The applied skills curriculum provides op­ portunities lor students to explore their ideas and gain practical experiences through applied problem-solving activities. Applied problem-solving can include: identifying • Communicate effectively by being able to identify a problem, communicate the essence of the problem, work with others in the solution process, and seek informa­ tion and strategies to communicate and evaluate possible solutions. Effective interaction requires competency in all aspects of communication: reading, writing, speaking, listening, using electroni­ cally stored and transmitted communica­ tions. Technology Students will: • Develop technology-based problem­ solving skills. • Explore ideas and gain practical experience in a safe and supportive environment. This curriculum organizer provides students opportunities to bring a technological perspective to practical problems and issues. Students use tools appropriate to an applied skills subject in ways that allow them to explore their world. They develop and apply technological skills in managing their learning. Self and Society Students will: • Acquire knowledge, skills, and attitudes needed to understand and respond effectively to economic changes. Self and society focuses on the development of individual and social responsibility. This curriculum organizer includes the fundamen­ tal principles of motivation and personal meaning, attitude and empowerment, indi­ vidual and group learning, lifestyles, careers, and ethics. Learning Outcomes It is expected that students will: • select and use a problem-solving model in the design and production of a product or program • demonstrate an ability to manage limited resources (e.g., build products in a controlled budget environment; co-ordinate family member skills in meeting nutritional needs) • demonstrate an ability to be innovative and creative when responding to change (e.g., modify or adapt a design or product to meet new requirements) It is expected that students will: • select and apply appropriate methods of communication when designing, investigating, and presenting information (e.g., interview a person for whom a product or service is to be designed to ensure clarification of needs and problem parameters) • use appropriate information-gathering and communication tools to solve problems related to applied skills areas. • use effective communication skills when planning, implementing, and evaluating projects (e.g., communicate and demon­ strate how the project has met identified needs) Learning Outcomes It is expected that students will: • select and use appropriate technologies in a variety of settings • identify the relationship between technology and the way problems are solved and work is done (e.g., relate the implications of technological change to specific careers) • use multi-media and information technology in presentations, (e.g., present a product or service to a group of prospective users or buyers) • maintain an orderly and safe environment within a problem-solving context It is expected that students will: • identify implications of applied skills areas for their own career choices, (e.g., explain how technologies and business acumen contribute to self employment as a com­ mercial artist) • evaluate health, fitness and safety as they relate to self and others (e.g., evaluate safety in the home and work environments, the contribution of health to successful careers) • develop self-esteem and a positive attitude toward lifelong health and well-being • seek opportunities for providing services, products, or processes in a career or voluntary setting (e.g., determine, organize, and deliver a service need to rest home residents such as a luncheon with entertainment) Queen's Printer for British Columbia© Victoria. 1995